Complexity thinking in ALL practice

Abstract

Complexity Theory is a movement that has its beginnings in the physical sciences and mathematics. However, the understandings of this movement have led to recent developments in theories of learning and cognition. Learning is no longer seen as an act of capturing information or a process of meaning construction; learning is understood as a process of adaptation and evolution that emerges through the learner’s interactions with a dynamic and responsive environment (Davis, Sumara, & Luce-Kapler, 2000; Doll, 1993). It is important to assert here that this theory is not one that lends itself to prescriptive practices, but what it offers is insights into the nature of learning, and as such guides preparation in facilitating learning (Davis & Sumara, 2005). This paper will explore complexity theory and how it can be used to inform ALL practice.